INTRODUCTION.
Education
starts with identification of learning outcomes and ends with judgment
concerning the extent to which the learning outcomes have been attained
informal classroom observation guides many instructional objectives. For both
cognitive and non-cognitive abilities. For making classroom decision the
concept of measurement and evaluation are of high essence.
Merriam
Webster dictionary defines measurement as the act or process of knowing the
size, or amount of something and evaluation as a process to judge value o
condition of (someone or something) in a careful and thoughtful way.
From
instructional standpoint Grorilund (2003) defined measurement as a process of
assigning number to individual or characteristics and evaluation as the
systematic process of determining the extent to which instructional objectives
are achieved by learners and includes both measurement and non-measurement
procedures.
The
project aims to evaluate school examination as an instrument for education
measurement and evaluation of cognitive ability and any other methods used to
measure and evaluate non-cognitive abilities. T examination chosen was a
pre-mock on Temeke Municipal and exam was administered in may 2017.
From
the examination the following aspects were evaluated;
a)
Types of evaluation, its represent and
its purpose
b)
The cognition domain measured in the
exams
c)
the instruction constructed
d) Construction
of multiple choice questions
Also
project aims to determine the methods used for measuring non-cognitive learning
outcomes used in the school and giving the professional advice to improve the
methods.
Lastly, the project analyses the
examination which contributes to the National Council of Tanzania (NECTA) by
discussing with the school Academic Mistress and examinations ratio from
various writings.
MODULE ONE: BASIC CONCEPT IN
MEASUREMENT AND EVALUATION
Qn
1:
Description,
refers to the statement that gives details about someone or something. Learning
ability is the ability about how you learn, apply and consume knowledge to
apply. There are two types of description appeared in our examination which
intended to measure learners ability namely;
Qualitative description is a type of
description which is stated in a word form. It is non-mathematical in nature
which intends to measure self expression ability of a leaner. For example, in
our examination, qualitative description used to measure learners ability in
the following areas. Firstly, understanding of words and phrases used to create
questions, and also, in organization of idea especially in essay questions
where by examinees should organize idea, paragraph by dividing the introduction
into three parts like introduction, main body and conclusion.
Quantitative description is a type of
description which is stated in a mathematical form. In our examination a
teacher intended to measure learners ability in the following area; Orderly
arrangement of questions in number by avoiding question number mixing, and
also, doing calculation question for example, question number 3 (a) need a
student to “ calculate area covered by
forest …” 3(b). Measure the length of railway line from grid reference
040118 to 130122 and question number 4, need a student to show his or her
skills on solving statistics question finding “modal class”, “median”
and “mean.
Qn
2: Using examples, state two objectives which the examination you obtained
intended to address.
a) To
assess the ability of student to use his/her knowledge and understanding of the
fundamental facts. For example, question number 7, want student to give out
fact about the photograph.
b) .
Examination aim to measure the capacity of students to solve current problems
in the area of field. For example, question number 5, “ The are a number of researches conducted from different areas across
the world. Suggest the advantages of research findings to Tanzania as a
developing country”. which need a student to apply the learned material
into a new context.
MODULE TWO: PRINCIPLE OF TEST
CONSTRUCTION
Question 3.
|
Examination
item |
Bloom
Taxonomies of the cognitive domain |
Definition
of the cognitive level |
|
|
1
(ii) |
The
temperature of Dar es salaam at sea level is 31oC. What will be
the temperature of Arusha 2500M above the sea level (A)16oC (B).29.5oC
(C).15oC (D). 46oC (E). 32.5oC |
Application/ Applying |
Refers to the
ability to use the new knowledge in a familiar or different context |
|
2
(ii) |
A wall like structure formed when the magma
acts across the bedding plane |
Remembering |
Involves
recalling or retesting facts |
|
3(c)
|
Study
the printed map extract of SONGWE RIVER and then answer the following
questions 3(c).
Describe the nature of the relief of the area |
Understanding |
Refers
to the ability to crate own meaning from the new learning |
|
4(a) |
Carefully
study the data given on the table below and then answer the question that
follows; 4(a).
Find the (i). Modal class (ii) Median (iii). Mean |
Remembering
|
Involves
recalling or retesting facts. Example verbs like find |
|
5 |
There
are a number of researches conducted from different areas across the world.
Suggest the advantages of research findings to Tanzania as a developing
country (Give any six points). |
Evaluating
|
Involves
making judgment and critique |
|
6(b) |
Describe
the following purpose of survey (i). Reconnaissance survey (ii). Observation
or field operation (iii). Presenting or post field operation |
Remembering |
Involves
recalling or retesting facts |
|
7(b) |
Carefully
study the photograph below and then answer the question that follows; (b).
Identify three (3) types of economic activities that carried out in the area. |
Understanding |
Refers
to the ability to create own meaning from the new learning |
|
8(b) |
Explain
six (6) factors which can influence level of fertility in the society |
Understanding |
Refers
to the ability to create own meaning from the new learning |
|
9 |
The
economies of Tanzania depend much on agriculture but the product from cash
crops and food crops keep on declining. Discuss any six (6) problems facing
this sector. |
Understanding |
Refers
to the ability to create own meaning from the new learning |
|
10(a) |
(a). Describe
five(5) objectives of conducting census in a country. |
Remembering |
Involves
recalling or retesting facts |
QUESTION NUMBER 3
According
to Kelly (1927), defined validity as the extent to whuch a test measures what
it claims to measure. It is a vital for test to be valid in order for the
results to be accurately applied and interpreted. Factors which are more likely
to affect examination validity when administered to pupils as observed on the
PRE-MOCK EXAMINATION 2020, TEMEKE MUNICIPAL COUNCIL is as follows;
Length of the test, the test given
observed is not short or long but is moderate. For instance, the multiple
choice item contain only ten questions which a student can finish to attempt it
within 20 minutes and the matching item contain of five question where student
can attempt it within 10 min. Also, in section B which contains five questions
and can be attempted within 45 to 60 minutes due to level of difficult, another
part of this section is statistics question; photograph question can be
attempted within one hour. Lastly, essay questions where student is required to
attempt only two questions which can be done within one hour. The test is valid
in term of length and time allocated.
Unclear direction, the direction of
the test is lear since the instructions of each item is well understood to the
reader. For instance, multiple choice items the student instructed to choose the
correct answer from among the given alternatives. Also in the matching items
student instructed to matching the item in the LIST A with response in LIST B,
in the section B student instructed to answer all questions, Lastly, in section
C student required to choose only two questions to attempt. So the exam is
validity
Reading vocabulary and sentence
structure, the examination has geographical terminologies which are well
understood to every student who takes geography. The sentence structure of
examination is valid according to the structure of geography examination. From
the first section to the last one the structure of question the sentence
structure of question instruction in nearly appropriate, so the exam is valid.
Inappropriate level of difficult the
test, the level of difficult of the examination is moderate, for instance for
any student who takes geography is aware with the terminologies of geography.
The terminologies used are those geographical terminologies like question
number 1 (i) to (x) terminologies of geography are used. The exam is not too
difficult but is in moderate level
Ambiguity, the exam statement is not
ambiguous in the extent that may confuse the students. The exam is well
understood to both (better students and poor students), also the discrimination
of items from section A to section C are of positive direction.
MODULE THREE: ASSEMBLING,ADMINISTRATION AND ANALYSIS OF TEST RESULTS.
QUESTION
NUMBER 3: Read all
multiple choice items included in your examination then select any ten (10) and
state with reason whether are appropriate or poorly constructed.
Thorndike (2010),
Explained the principle for the writing multiple choice and Grorilund, 2003).
Explained the more vividly from page 1770-190 of this book; the following are
general principle to be considered while constructing multiple choice item
a)
The item of item should be meaningful by
itself and should be present definite problem.
b)
The item should include as much of the item as
possible and should be free of irrelevant material.
c)
Use negative state item stem only when
significant learning outcome required it.
d)
All the alternatives should be
grammatically consistent with stem of item.
e)
An item should contain only one
correct/clearly correct best answer.
f)
All distracter should be plausible
g)
Verbal association between the stem and
correct answer should be avoided.
h)
The relative length of the alternatives
should not provide due to the answer.
i)
The correct answer should appear in each
of the alternative position an approximately equal member of times but in
random order.
j)
Use sparingly special alternatives such
as “none of the above”
|
MULTIPLE CHOICE ITEM |
COMMENT ON THE ITEM CONSTRUCTED |
REASON |
|
(i).
Why do two different countries located in different latitudes or hemisphere
experience similar type of natural vegetation? It is because of …(a). There is position
which is very far (b). Similar traditions of people (c). The same type of
climate (d). Same on shore prevailing wind (e).Fertile soil, good cloud cover
and rain |
The item is appropriate
constructed |
Both stem is meaningful and has
neither irrelevant material nor verbal association with the answer and
grammatically corrected and alternative have similar length and plausible |
|
(ii). The temperature of Dar es
salaam at the sea level is 31% what
will be the temperature of Arusha with 2500m above the sea level? (a). |
The item is appropriate |
Because stem is meaningful and
has neither irrelevant material nor verbal association with the alternatives
have similar length and plausible |
|
(iii). Which of the following
reasons is the main cause of reverse fault? (a). Earth movemen (b). Tension
force (c). An earthquake (d). Weathering (e).Compressional force |
The item inappropriate |
Because the alternative are not
plausible as one choice relevant with other choices |
|
(iv). Your asked to identify an
intrusive igneous rock which may form escarpment and provide good cite for
weathering (a). Dyke (b). Batholith
(c). Sill (d). weathering e).Compressional
force |
The item is appropriate |
Both stem is meaningful and has
neither irrelevant material nor verbal association with the answer and
grammatically corrected and alternative have similar length and plausible |
|
(v). suppose you are asked to
comment on natural vegetation found in Tanzania, Which of the following will
be the correct answer? (a). Coniferous, Mediterranean and mountain (b).
Forest. Tropical, Grassland and thickest (c). Temperate, Tropical and
deciduous (d). Tundra, Maritime and grassland |
The item is appropriate |
Both stem is meaningful and has
neither irrelevant material nor verbal association with the answer and
grammatically corrected and alternative have similar length and plausible |
|
(vi). Which of the following
process is responsible in the formation of depression in desert (a). Wind
(b). Wind deflation(c). Wind attrition (d). Wind corrosion (e).Desert
soil |
The item is appropriate |
Both stem is meaningful and has
neither irrelevant material nor verbal association with the answer and
grammatically corrected and alternative have similar length and plausible |
|
(vii). Soil with
clearly distinguishable horizons which occur in definite regions of climate
and vegetation are known as (a). Intrasonal soil (b). Clay soil (c). Zonal soil (d).
Azonal soil (e). Desert soil |
The item is
appropriate |
Both stem is
meaningful and has neither irrelevant material nor verbal association with
the answer and grammatically corrected and alternative have similar length
and plausible |
|
(viii). Millions of
years ago the Norivegian highland coast has submerged and the lower part of
its river valley has flooded, What is the name of the formation created? (a). Fiords (b). Ria (c). Delta (d). Longitudinal
(e). Estuary |
The item is
appropriate |
Both stem is
meaningful and has neither irrelevant material nor verbal association with
the answer and grammatically corrected and alternative have similar length
and plausible |
|
(ix). The magnitude
of an earthquake refer to as (a). Effect produced
by the earthquake (b). Large amplitude wave known as L-waves (c). Point (a)
which earthquake originated (d). Total amount of energy released (e). Point on the earth surface above |
The item is
appropriate constructed |
Both stem is
meaningful and has neither irrelevant material nor verbal association with
the answer and grammatically corrected and alternative have similar length
and plausible |
|
(x). The difference
between high tide and low tide is known as (a). Tidal range (b). Spring tide (c).
Neap tide (d). Bore (e). Ocean current |
The item is
appropriate constructed |
Both stem is
meaningful and has neither irrelevant material nor verbal association with
the answer and grammatically corrected and alternative have similar length
and plausible |
QUESTION
NUMBER 6:.Read all instructions guiding student in answering
each section of the examination paper you have obtained. Then select any two
(2) instructions from different sections, Then establish with means whether or
not they are appropriately written
Bookhart,(
2013), defined that instruction is a scoring sale used to asses student
performance along a task specific set of criteria whether written, oral or both
the directions should include the following;
i.
Purpose of the test
ii.
Time allowing for answering
iii.
Basic for answering each item example;
select the correct answer, select the best answer
iv.
Procedures for recording answer
v.
What to do about guessing example
guessing is to be panelized, student should be held and the methods that will
be used to panelized guessing
In
this examination the following are two examination instruction and their
analysis;
i.
Instruction; For each of the items (i)-(x),
choose the correct answer from among the given alternatives and write its later
beside the item number in the answer booklet provided
Analysis; The examination
instruction is appropriately constructed because it is clear for student and it
describes the level of performance intended, Thus it has all characteristics of
written examination instruction.
MODULE 4: ASSESSMENT OF
NON-COGNITIVE OUTCOMES
QUESTION NUMBER7: Read
carefully all the examination item in the paper you obtained and state with
relevant reasons any two(2) pupils behaviors that were not measured and cannot
be captured in this examination even if
the examination items are re-constructed 100 times but the teachers is required
to include behaviors in student’s report at the end of each term.
(a).
Report of non cognitive abilities(behavior) which cannot be assessed in this
examination;
(i)
Discipline (ii) Leadership (iii) Athlete (iv) Cleanness (v) Cooperation (vi)
Respect
(b) Method which the teacher can alternatively
use to measure the unintended student’s behavior in the obtained examination?
(i)
Classroom observation ; At Miburani Secondary School teacher use classroom
observation specifically “rating scale” which provide asymmetric procedure
reporting observation judgment and it consist characteristics or qualities to
be judged and some scale for indicating the degree to which each attributes is
present (Grorilund, 2003). At the school the scale used is numerical rating
scale in which the teacher indicates the characteristics degree of performance.
The number used and their meanings were as follows; (5). Outstanding (4). Above
average (3). Average (2). Bellow average
(1). Unsatisfactory
(ii) Comparing non-cognitive ability is compared
with learner’s academic performance to judge one as best in particular ability.
Thus teachers considered that a students who can perform well in class and show
outstanding non-cognitive abilities is a better student compared to the one who
does not perform well but has an outstanding non-cognitive behavior
QUESTION NUMBER 8:
The
type of exams that contribute to the final subject grade or marks measured by
the national Examination council at the end of the ordinary level are;
a) Form
two National Examination (FTNA)
b) Form
three TAHOSSA annual Examination
c) Form
four Mock THOSSA Examination
d) Project
MODULE 05: EXAMINATION SYSTEM IN TANZANIA
QUESTION
NUMBER 9:
The examination ratio
that the results of examination contribute to the final subject grades, Varies
with time (Kelly 2009), Zembazemba
(2017) showed that by
|
|
TYPES
OF EXAMINATION |
MARK
(%) |
|
1 |
National
form two examination result |
10 |
|
2 |
Form
three TAHOSSA annual examination |
05 |
|
3 |
Form
four Mock TAHOSSA examination |
10 |
|
4 |
Project |
05 |
|
|
Total |
30 |
QN 10.
Procedures
involved in preparation of the nation form four education in Tanzania
I.
Setting the question paper, In any
subject area, setters chosen must have excellent academic qualification in the
subject being assessed. Each appointed setter is given a guideline on how to
set the questions. Such guideline indicates a topic, type and number of
question and the skills to be tested in each question.
II.
Moderation of examination question or
items, Member of the examination panel in preparing the National Form Four
Examination who usually are curriculum developers, school inspector and
experienced teachers. The examination moderator should ensure that items and
question are representative of the ordinary level secondary education syllabus
content and objective. Also they check to ensure the format of National Form
Four Examinations and correctives of the rubric of the paper, vocabularies used
and weighting of each item one also appropriate.
III.
To ensure the qualification of the
National Form Four Examination, At this procedure NECTA has set the guideline
which guarantee the quality and quantity of the Examination, it ensure the
validity and reliability of the set items and their adherence to the
prescribed level of candidate
Procedure
for administration
I.
Registration of candidate and examination center registration of candidates is
undertaken in schools depend
on the type of examination and examination season.
II.
Distribution of examination to center, Once the examinations have been printed
in the printer and publications department their distribution to the Region
Headquarters is the prerogative of the department of Examinations
Administration.
III.
Returning the worked scripts to NECTA, the system of returning scripts to NECTA
from examination center follows the same procedures employed during the
distribution process, NECTA officer traveled to regional headquarter to collect
the worked scripts from the regional committee for administration of National examination.
IV. Sorting of worked scripts for marking Once
the worked scripts are brought to NECTA premises from region Headquarters the sorting processes begins where by scripts are repacked according to
earmarked making center.
APPENDICIES
I.
THE EVALUATED EXAMINATION DETAILS
(a). SCHOOL: Miburani
Secondary School
(b). Examination type:
Pre-Mock Examination
(c). Subject: Geography
(d). Class
administered: Form Four
(e). Year: July, 2020
II. THE ROLE OF GROUP MEMBERS
1) MCHOMVU
SELEMANI PLASIDI 2018- – He went to Miburani Secondary School to
collect the examination to be evaluated. Also he talked to Academic Mistress
about non-cognitive abilities evaluated at school and also read a book
Brookhert S. M (2013). How to create and use Rubrics for Formative Assessment
and Grading:( ASCD) for referencing the type of work.
2) KITIMBU
TWAHA ISMAIL 2018- – He went to Miburani Secondary School to collect
the examination to be evaluated. Also he talked to Academic Mistress about
examination that contribute to grades in the final examination and discussed
and read the ground Brookhert S. M (2013). How to create and use Rubrics for
Formative Assessment and Grading (ASCD) for referencing the type of work.
3) KINUNDA
KELVIN W 2018- – He went to Miburani Secondary School to collect the
examination to be evaluated. Also he noted down all the discussion with
academic teacher about non-cognitive abilities and examination contributing to
the final grade and read Kelly A.V (2009). The Curriculum Theory and Practice
(6th Ed) London SAGE Publication for referencing
4) KATANYI
MOABU THOMASI 2018- – He read both Kell, A.V (2009). The Curriculum
Theory and Pratice(6th Ed) ,London. SAGE Publication and Bookhart,
S. m (2013). ). How to create and use Rubrics for Formative Assessment and
Grading:( ASCD) for referencing the type of work.
5) DOMINIC
MIRIAM 2018- – She went to Miburani Secondary School to collect the
examination to be evaluated. Also she talked to Academic Mistress about
examination that contribute to grades in the final examination and discussed
and read Grorilund, S. m (2013). How to create and use Rubrics for Formative
Assessment and Grading :( ASCD) for referencing the type of work
6) RASHIDI
YUNUS Y 2018-–He read Lutz, C(1991), Bloom Taxonomy Breakdown, Roles,
Process, Verb and Product From Bloom Taxonomy Of The Cognitive Domain. Colony
High School, and Thorndike R.M (2010) Measurement and Evaluation in Psychology
and Education(8th Ed) New York: For referencing and discussed work
7) BONAMAX
ANSIFRIDA J 2018–She read Lutz, C(1991), Bloom Taxonomy Breakdown,
Roles, Process, Verb and Product From Bloom Taxonomy Of The Cognitive Domain.
Colony High School.
8) NZWELEMLA
MPONEJA D –He did the question number four. Also ho to the library to find
different sources of data relate to Educational Psychology
9) NGARO
WINFRIDA 2018 – She went to Miburani Secondary School to collect the
examination to be evaluated. Also she did the question number five.
10) MKUMBUKWA
ERICK W 2018 -He did the
question number three on module two.
REFERENCES.
Bookhart,
S. m (2013). ). How to create and use
Rubrics for Formative Assessment and Grading:( ASCD)
Gronlund,
N.E (2003). Measurement and Evaluation in
Teaching. New York: Maccimilian
Lutz,
C (2009). Bloom Taxonomy Breakdown,
Roles, Process, Verb and Product From Bloom Taxonomy of The Cognitive Domain.
Colony High School,
Kell,
A.V (2009). The Curriculum Theory and
Practice (6th Ed) ,London: SAGE
Kissima
A.P (2015) Evaluation of Implementation
of Competency Based Assessment in Chemistry Subject In Secondary School In
Singida Municipality, Tanzania: Mwenge Catholic University.
NECTA
(2014). Mwongozo wa Matumizi ya Viwango
vya Ufaulu na Utaratibu wa kutunuku maatokeo ya kidato cha nne na kidato cha
sita: BAMITA
Thorndike
R.M (2010) Measurement and Evaluation in
Psychology and Education(8th Ed) New York: For referencing and
discussed work
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